Executive summary
The present report provides an internal evaluation of the Erasmus+ KA220 project “WILOS360 – Witness Local Customs in 360”, focusing on the implementation process, the quality of project outputs, and the impact on its target groups.
The WILOS360 project aimed to explore the potential of Immersive Reality (IR) as an innovative educational tool for enhancing student engagement, promoting cultural awareness, and supporting the development of digital competences. By enabling students to virtually experience cultural events across Europe through 360° content, the project sought to strengthen European identity and introduce new pedagogical approaches in education.
The evaluation of the project was conducted using a utilization-focused approach, combining quantitative and qualitative data from students, teachers, and project partners. Data sources included entry and final questionnaires, evaluation of training activities, and feedback on impact and dissemination.
The findings indicate that the project achieved its main objectives, particularly in relation to engagement and innovation in teaching and learning. Students reported increased motivation, interest in learning, and improved digital skills. While initial responses reflected uncertainty and uneven expectations, final results demonstrate a clear shift toward more positive and structured learning experiences. The use of Immersive Reality was perceived as highly engaging, with students emphasizing the sense of presence and realism as key elements of the learning experience.
Teachers confirmed these findings and highlighted the strong pedagogical value of the project. They reported that immersive technologies enhanced student participation, supported interdisciplinary teaching, and contributed to more dynamic and interactive classroom environments. In addition, teachers developed both technical and pedagogical competences, demonstrating a clear intention to continue using immersive tools in their teaching practice.
The project also contributed to increased cultural awareness and, to a certain extent, the development of European identity. Both students and teachers reported improved understanding of cultural diversity and greater interest in other European countries. However, the impact in this area was moderate rather than uniform, which can be partly explained by the absence of physical mobility and direct interaction among students from different countries.
The evaluation of training activities showed high levels of satisfaction and effectiveness. Participants reported that the trainings were well-organized, relevant, and essential for building confidence in the use of immersive technologies. The hands-on approach and collaborative environment were identified as key success factors.
Despite these positive outcomes, several challenges were identified. These include technical constraints, limited access to equipment, and the complexity of integrating immersive technologies into classroom practice, particularly in large groups. In addition, while engagement was high, the impact on deeper learning outcomes and long-term intercultural development was more gradual.
The project demonstrates strong potential for sustainability and wider impact. Teachers expressed a clear intention to continue using the developed materials, and the project platforms provide accessible, multilingual resources that can be adopted by a broader educational community. At the same time, long-term sustainability will depend on continued support, infrastructure, and integration into educational systems.
In conclusion, WILOS360 provides evidence that Immersive Reality can serve as a powerful tool for educational innovation, particularly in enhancing engagement and supporting digital and cultural learning. Future initiatives should focus on strengthening pedagogical integration, expanding access to resources, and combining immersive technologies with opportunities for direct interaction in order to maximize their impact.
